S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A...
-
Upload
augusta-watts -
Category
Documents
-
view
219 -
download
0
Transcript of S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A...
![Page 1: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/1.jpg)
SHOWING STUDENT GROWTH
September
October
November
December
June
May
April
March
FebruaryJanuary
A HOLISTIC APPROACHFOR CLASSROOM TEACHERS
CT Education AssociationProfessional Practice, Policy, & ResearchFall 2014
![Page 2: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/2.jpg)
Teacher Evaluation Guidelines Performance Evaluation Designators
Exemplary – Substantially exceeding indicators of performance
Proficient – Meeting indicators of performance
Developing – Meeting some indicators of performance but not others
Below Standard – Not meeting indicators of performance
“Performance” : Progress as defined by specified indicatorsword origin : 1600 c. – growth, development, advancement to higher stages
![Page 3: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/3.jpg)
Guidelines requirements…..
1-4 goals OR 1 goal (flex option) Use of multiple indicators
No single isolated standardized test score as indicator Use of standardized tests requires use of aligned interim
assessments Must use at least 1 non-standardized indicator
Take into account student needs, control factors, teacher responsibilities & experience
Align with district & school goals Address most important purpose of teacher’s role Mutual agreement on goal(s) and indicators
What guides writing of student goals& selection of indicators?
![Page 4: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/4.jpg)
4
Teacher Evaluation Guidelines…..
Section 4: Core Requirements for the Evaluation of Student and Educator Support Specialists
Based on students or caseload specialist is responsible for
Flexibility in measuring student growth
Observations done in appropriate venues
Section 2.9 : Flexibility Components
1 goal/ objective for student growth
“For any teacher whose primary responsibility is not the direct instruction of students, the mutually agreed upon goal/objective and indicators shall be based on the assigned role of the teacher.”
What guides writing of student goals& selection of indicators?
![Page 5: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/5.jpg)
5
What guides writing of student goals& selection of indicators?
Best practice would say……Educators who provide direct instruction …… classroom teachers who teach content area subjects (e.g., grade 4, MS math, HS business)
or direct support to students, …….. Support specialists who work with students on a continuing basis (special ed teachers, guidance counselors)
and educators whose role is to provide support to the educational program, …….. Educators who work primarily with teachers or who don’t work with either students or teachers regularly, but who work under a teaching certificate (e.g., coaches, curriculum specialists, teacher on special assignment)
will write goals that reflect the direct instruction or support, as allowed by their area of certification. ….. Goals must pertain to what the teacher actually does, and can’t be something that doesn’t fall under their area of certification
Indicators used to show growth in connection with those goals must directly align with the educator’s role and area of certification….. The indicators for success also have to pertain to what the teacher does and can’t be something that doesn’t fall under their area of certification
What does this language mean?
![Page 6: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/6.jpg)
6
Flexibility in…..
What ‘growth over time’ target is – no requirement to use percentages (e.g., “80% of students will score X on Y”)
Number of students that ‘fall under’ goal and/or indicators
How ‘success’ rating is determined – no requirement to ‘score’ goals based on percentage or definitions for 4
categories shown in SEED
Holistic vs. mathematical formula to view growth over time
Use of both qualitative & quantitative data
What guides writing of student goals&selection of indicators?
![Page 7: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/7.jpg)
7
What guides writing of student goals& selection of indicators?
Determine student / teacher need that teacher / specialist would serve
Determine target for student / teacher growth connected to need that teacher / specialist would serve
Determine what actions teacher / specialist would take to provide service to student or teacher
Use rubric specifically designed to describe teacher / specialist levels of performance in service delivery
Gather evidence of actions teacher / specialist took and how that connects to target for student / teacher growth
Same basic process for classroom teachers & specialists…..
![Page 8: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/8.jpg)
8
What’s the difference between quantitative & qualitative data?
Quantitative data Uses numerical values as targets for growth Compares performance to a fixed scale Same scale applies to all students in the same way Same format used for all students Data usually gathered as pre- and post-assessment (test)
Qualitative data Uses descriptors of work as targets for growth Compares performance to a continuum of performance Continuum can easily be adjusted based on student needs Can be used with different formats for student work Data usually gathered at several points in the year Analysis of student work allows teacher to see specific nuances of
growth
![Page 9: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/9.jpg)
9
What makes a holistic approach valuable?
District can use common quality work rubric – focused on skills - across grade levels & content areas
Examines work through a lens of quality
Focus on how work ‘looks’ when skills are applied
Uses a variety of types of work that focus on same skills
Levels of proficiency described through words, not numerical score
Allows for work to fall ‘in between’ two levels
All work ultimately examined collectively to determine the ‘big picture’
‘Big picture’ looks for growth in student performance over time
![Page 10: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/10.jpg)
10
What is a Quality Student Work Rubric? Contains elements that describe high quality work; e.g.:
Content Organization & clarity Vocabulary appropriate to the subject area Spelling & grammar Calculations Research or resources Analysis, synthesis, or evaluation Problem solving Effort
Elements focus on student skills
Not all elements have to be used
4 levels of student performance described
Can be customized for each student assignment
Can be used when writing student goals & selecting IAGDs to showstudent growth by connecting skills and content
![Page 11: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/11.jpg)
11
Quality Student Work Rubric All Elements might not be used for every piece of student work
Element Below Basic Basic Proficient Advanced
Content Main idea is not clear and/or details concerning the content or learning objective are not related to the topic or are nonexistent.
Main idea is clear. Student provides the minimal amount of content required by assignment, explaining the concept(s) in his or her own words (comprehension level ala Bloom). Content used is accurate as it relates to the learning objective.
Main idea is clear. Student provides details about the topic that show s/he can apply and analyze the concepts accurately, using the details to support his/her topic or thesis (application & analysis levels ala Bloom).
Main idea is clear. Student provides details about the topic that exceed what is required by the assignment or learning objective to make connections among relevant concepts (synthesis and/or evaluation level ala Bloom). The student provides more than one perspective.
Organization and Clarity
The lack of organization distorts or obscures the main idea. The format is inappropriate for the learning objective. The order is illogical. The student does not make a point related to the learning objective.
Poorly organized, although the format may be appropriate for the learning objective. The order is confusing in places. The student has difficulty in addressing his/her point.
Generally well organized, with a few minor problems and presented in a format appropriate for the learning objective. The student makes his/her point.
Well-organized and presented in a format appropriate for the learning objective. The order is logical and the student clearly and succinctly gets his/her point across.
Vocabulary appropriate to subject area
Awkward phrasing and inappropriate vocabulary are used and hinder the understanding of the student work.
Weak phrasing and Inadequate vocabulary are used, and detract from the student work.
Phrasing and appropriate vocabulary are used and contribute to the clarity of the student work.
Skilled phrasing and appropriate vocabulary enhance the student work and contribute to clarity of the student work.
Spelling and Grammar
Numerous errors in grammar, spelling, and punctuation seriously distort meaning and hinder communication.
Several errors in grammar, spelling, and punctuation hamper meaning or hinder communication.
Occasional errors in grammar, spelling, and punctuation do not distort meaning nor hinder communication.
No mechanical errors; spelling and punctuation are correct.
SAMPLE
![Page 12: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/12.jpg)
12
Element Below Basic Basic Proficient Advanced
Calculations No calculations or calculations are inaccurate.
Many calculations are inaccurate.
Calculations may contain few errors.
All calculations are done completely and accurately.
Research or sources
Necessary documentation is missing. No sources are used.
Errors in documentation occur. Few sources are used and evidence is not accurately stated.
Documentation is correct. Students provide accurate and appropriate evidence from most sources.
Students provide multiple sources and document each correctly. Students provide accurate and appropriate evidence from all sources.
Presentation None, or one example, strategy, or illustration is used. Examples, strategies, or illustrations that relate to content are not shown.
The examples, strategies, or illustrations used relate to the learning objective.
Examples, strategies, or illustrations are used and demonstrate the student’s ability to apply skills and/or concepts to the learning objective.
Examples, strategies, or illustrations enhance student work and demonstrates the student’s ability to make connections beyond the learning objective.
Analysis, synthesis or evaluation
The student recalls and states given information but cannot explain it in his/her own words.
The student restates the information in his/her own words and may attempt to apply some of the information to a situation.
The student compares and contrasts information and evaluates the information with accuracy.
The student thoroughly analyzes and synthesizes information and evaluates material with insight and accuracy.
Problem Solving
Has a vague understanding of the problem, uses a strategy or approach that does not match the problem, and the solution is inaccurate.
Has difficulty defining the problem, uses only one strategy for solving the problem and the solution is not clear.
Defines the problem, selects multiple approaches for solving the problem of which not all apply. The solution is correct, but is not clearly explained.
Clearly defines the problem, selects multiple approaches for solving the problem, and the solution and all relevant work is correct.
Effort Does not fulfill the minimum requirements of the assignment nor provide evidence of thoughtful input.
Fulfills the minimum requirements of the assignment but does not show evidence of thoughtful input.
Fulfills the minimum requirements of the assignment and demonstrates some thoughtful input.
Exceeds the minimum requirements of the assignment and demonstrates thoughtful input.
Quality Student Work Rubric All Elements might not be used for every piece of student workSAMPLE
![Page 13: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/13.jpg)
13
Teacher Student Goal - QNT Indicators - QNT
Grade 6 Social Studies
Classroom teacher
Students will produce effective and well-grounded writing for a range of purposes and audiences.
By May 15: 1. Students who scored a 0-1 out of 12 on the pre-
assessment will score 6 or better. 2. Students who scored a 2-4 will score 8 or better. 3. Students who scored 5-6 will score 9 or better. 4. Students who scored 7 will score 10 or better.
Teacher Student Goal - QL Indicators - QL
Grade 7
Social Studies
Classroom teacher
(student goal is both content- and skill- specific) Students will be able to use supporting details to explain their position on what ‘independence’ means to an individual, a community, and a country.
Students will show growth in the quality of 5-6 pieces of work done over time, in 5 selected categories (content; organization & clarity; vocabulary; research or resources; and analysis, synthesis, & evaluation) on the district-wide Quality Student Work Rubric (QSWR).
Student Goals & Indicators : Qualitative & Holistic
![Page 14: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/14.jpg)
Teacher Student Goal - QNT Indicators - QNT
Grade 9 ELA
Classroom teacher
Students will be able to write arguments to support claims with clear reasons and relevant evidence, including the acknowledgement of opposing claims, references to credible sources, a concluding statement, and a formal style.
By June 1: 1. 27 students who scored 50-70 on the pre-test will increase scores by 18 points on the post test. 2. 40 students who score 30-49 will increase by 15 points. 3. 10 students who scored 0-29 will increase by 10 points.
Teacher Student Goal - QL Indicators - QLGrade 9 ELA
Classroom teacher
Students will be able to make arguments to support claims with clear reasons and relevant evidence, including the acknowledgement of opposing claims, references to credible sources, a concluding statement, and a formal style.
IAGD : Over the course of the year, students will complete 6 argumentative assignments based on text read. Students will use both written and oral modes, and have a choice of format for each assignment. Students will show growth in the quality of their work vis-à-vis the categories of content; organization & clarity; presentation, analysis, synthesis, & evaluation; and effort on the district-wide Quality Student Work Rubric (QSWR).
14
Student Goals & Indicators : Qualitative & Holistic
![Page 15: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/15.jpg)
15
Teacher Student Goal - QNT Indicators - QNT
Grade 11 Algebra 2
Classroom teacher
Students will be able to analyze complex, real-world scenarios using mathematical models to interpret and solve problems.
By May 15, 80% of Algebra 2 students will score an 85 or better on a district Algebra 2 math benchmark.
Teacher Student Goal - QL Indicators - QL
Grade 9 / 10 Algebra 1
Classroom teacher
(Student goal is both content- and skill- specific) Students will be able to apply a system of equations to solve real-world problems.
Students will show growth in the quality of 4 - 5 pieces of work done over time, in the categories of vocabulary; calculations; analysis, synthesis, & evaluation; problem solving; and effort on the district-wide Quality Student Work Rubric (QSWR).
Student Goals & Indicators : Qualitative & Holistic
![Page 16: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/16.jpg)
16
How can students show improvement throughquality of work done over time?
Example 1 – 7th grade social studies (87 students)
Student goal : Students will be able to use supporting details to explain their position on what ‘independence’ means to an individual, a community, and a country.
IAGDs : Students will show growth in the quality of 5-6 pieces of work done over time, as compared to 5 selected categories (content; organization & clarity; vocabulary; presentation; and analysis, synthesis, evaluation) on the district-wide Quality Student Work Rubric (QSWR).
How would use of the QSWR look for this student goal and IAGD?
sample
![Page 17: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/17.jpg)
17
Using the QSWR – Sample 1
Assignment 1 : Describe 2-3 things a colonist was free to do, and 2-3 things a colonist wasn't free to do, in one of the 13 colonies, between the time the Declaration of Independence was signed, and the end of the Revolutionary War, that would show he was an independent citizen. For each of the colonist's freedoms, explain how it affected his or her life.
Type of work to choose from : oral or written
Format : written – essay oral (choose one)
(1) 'colonist' being interviewed by the local community newsletter editor
(2) colonist 'thinking aloud about his life in the colonies
(3) another student choice, as approved by the teacher
![Page 18: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/18.jpg)
18
Quality Student Work Rubric All Elements might not be used for every piece of student work
Element Below Basic Basic Proficient Advanced
Content Main idea is not clear and/or details concerning the content or learning objective are not related to the topic or are nonexistent.
Student lists only one freedom, lists the same freedom more than once, but using different words, or lists things that weren’t freedoms at all.
Main idea is clear. Student provides the minimal amount of content required by assignment, explaining the concept(s) in his or her own words (comprehension level ala Bloom). Content used is accurate as it relates to the learning objective.
Student explains, in his or her own words, the freedoms a colonist had or didn't have. The details about those freedoms are accurate.
Main idea is clear. Student provides details about the topic that show s/he can apply and analyze the concepts accurately, using the details to support his/her topic or thesis (application & analysis levels ala Bloom).
Student describes freedoms colonist had/didn't have, explains what the concept behind each freedom means. then gives a specific, concrete example of how having or not having a specific freedom affected the colonist.
Main idea is clear. Student provides details about the topic that exceed what is required by the assignment or learning objective to make connections among relevant concepts (synthesis and/or evaluation level ala Bloom). The student provides more than one perspective.
Student describes freedoms colonist had/didn't have, explains what each freedom means, and describes how these freedoms might have connected to each other.
Organization and Clarity
The lack of organization distorts or obscures the main idea. The format is inappropriate for the learning objective. The order is illogical. The student does not make a point related to the learning objective.
What student lists and/or describes are not freedoms that were important prior to and during the Rev. War. Details given don't support what the student lists as freedoms.
Poorly organized, although the format may be appropriate for the learning objective. The order is confusing in places. The student has difficulty in addressing his/her point.
Student jumps back and forth between freedoms described and details about each, making it difficult to understand what details apply to what freedoms.
Generally well organized, with a few minor problems and presented in a format appropriate for the learning objective. The student makes his/her point. Student has facts and examples included, but in one or two areas there is a problem with sequence, an overlap that may cause minor confusion, or use of language that may cause minor confusion.
Well-organized and presented in a format appropriate for the learning objective. The order is logical and the student clearly and succinctly gets his/her point across.
All facts and examples are given in a sequence that shows how one freedom affected another, or how perspectives were clearly different; language used makes explanations clear.
Sam
ple
: As
sign
men
t – s
peci
fic d
escr
iptio
ns in
adv
ance
Sample 1
![Page 19: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/19.jpg)
19
Element Below Basic Basic Proficient Advanced
Vocabulary appropriate to subject area
Awkward phrasing and inappropriate vocabulary are used and hinder the understanding of the student work.
Student doesn't use vocabulary pertaining to the revolutionary war, or freedoms, appropriately. The wording used to list freedoms or give details show that the student doesn't understand the concept.
Weak phrasing and Inadequate vocabulary are used, and detract from the student work.
Student uses, or attempts to use, vocabulary pertaining to the revolutionary war and freedoms, but can do so only to give an explanation in his/her own words. Lack of appropriate vocabulary use results in details being 'shallow.'
Phrasing and appropriate vocabulary are used and contribute to the clarity of the student work.
Student chooses words that clearly describe the freedoms s/he selects and gives examples of. Examples are clear because of the wording and phrasing used.
Skilled phrasing and appropriate vocabulary enhance the student work and contribute to clarity of the student work.
Student chooses words that clearly describe the freedoms s/he selects and gives examples of. The phrasing used makes the examples 'come alive.'
Presentation None, or one example, strategy, or illustration is used. Examples, strategies, or illustrations that relate to content are not shown.
The student gives few or no examples or details about how the freedoms the colonist had affected his or her life, or details given don't relate to the colonist's freedoms.
The examples, strategies, or illustrations used relate to the learning objective.
The examples or explanations of how the colonist's freedoms affected his/her life are more a re-wording of the freedom than a concrete example.
Examples, strategies, or illustrations are used and demonstrate the student’s ability to apply skills and/or concepts to the learning objective.
For each freedom the student describes, s/he gives a specific, concrete example of how having or not having that freedom affected the colonist.
Examples, strategies, or illustrations enhance student work and demonstrates the student’s ability to make connections beyond the learning objective.
Student gives concrete examples to describe one of three things: (1) how the freedoms a colonist had or didn't have interacted or 'mixed' to affect his/her life; (2) how having or not having certain freedoms were viewed from different perspectives; or (3) how the colonist's freedoms compare to the freedoms we have today.
Quality Student Work Rubric All Elements might not be used for every piece of student work
Sam
ple
: Ass
ignm
ent –
spe
cific
des
crip
tions
in a
dvan
ceSample 1
![Page 20: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/20.jpg)
20
Element Below Basic Basic Proficient Advanced
Analysis, synthesis or evaluation
The student recalls and states given information but cannot explain it in his/her own words.
The freedoms the student lists are worded exactly as in notes given. The student can't explain how those freedoms affected the colonist's life.
The student restates the information in his/her own words and may attempt to apply some of the information to a situation.
The student attempts to explain how a colonist's freedoms affected his/her life, but is not successful in making those clear connections.
The student compares and contrasts information and evaluates the information with accuracy.
When the student gives examples of the freedoms a colonist had, s/he talks about how the freedoms compare to each other, may express his/her own opinion about them, and does so with a rationale that is supported by details given.
The student thoroughly analyzes and synthesizes information and evaluates material with insight and accuracy.
When the student gives examples as described above, s/he clearly explains why these freedoms were important.
Quality Student Work Rubric All Elements might not be used for every piece of student work
How much data would a teacher collect for evaluation purposes?
Does data need to be collected for all students?
Representative sample of all students for whom student goal applies (5-6 students should be sufficient)
Students with a range of abilities
5-6 pieces of student work spread over the course of school year
Sample 1 Sa
mpl
e :
Assi
gnm
ent –
spe
cific
des
crip
tions
in a
dvan
ce
![Page 21: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/21.jpg)
21
Quality Student Work Rubric All Elements might not be used for every piece of student work
Element Below Basic Basic Proficient Advanced
Content Main idea is not clear and/or details concerning the content or learning objective are not related to the topic or are nonexistent.
Student lists only one freedom, lists the same freedom more than once, but using different words, or lists things that weren’t freedoms at all.
Main idea is clear. Student provides the minimal amount of content required by assignment, explaining the concept(s) in his or her own words (comprehension level ala Bloom). Content used is accurate as it relates to the learning objective.
Student explains, in his or her own words, the freedoms a colonist had or didn't have. The details about those freedoms are accurate.
Main idea is clear. Student provides details about the topic that show s/he can apply and analyze the concepts accurately, using the details to support his/her topic or thesis (application & analysis levels ala Bloom).
Student describes freedoms colonist had/didn't have, explains what the concept behind each freedom means. then gives a specific, concrete example of how having or not having a specific freedom affected the colonist.
Main idea is clear. Student provides details about the topic that exceed what is required by the assignment or learning objective to make connections among relevant concepts (synthesis and/or evaluation level ala Bloom). The student provides more than one perspective.
Student describes freedoms colonist had/didn't have, explains what each freedom means, and describes how these freedoms might have connected to each other.
Organization and Clarity
The lack of organization distorts or obscures the main idea. The format is inappropriate for the learning objective. The order is illogical. The student does not make a point related to the learning objective.
What student lists and/or describes are not freedoms that were important prior to and during the Rev. War. Details given don't support what the student lists as freedoms.
Poorly organized, although the format may be appropriate for the learning objective. The order is confusing in places. The student has difficulty in addressing his/her point.
Student jumps back and forth between freedoms described and details about each, making it difficult to understand what details apply to what freedoms.
Generally well organized, with a few minor problems and presented in a format appropriate for the learning objective. The student makes his/her point. Student has facts and examples included, but in one or two areas there is a problem with sequence, an overlap that may cause minor confusion, or use of language that may cause minor confusion.
Well-organized and presented in a format appropriate for the learning objective. The order is logical and the student clearly and succinctly gets his/her point across.
All facts and examples are given in a sequence that shows how one freedom affected another, or how perspectives were clearly different; language used makes explanations clear.
Sam
ple
: As
sign
men
t – s
peci
fic d
escr
iptio
ns in
adv
ance
Sample 1
![Page 22: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/22.jpg)
22
Element Below Basic Basic Proficient Advanced
Vocabulary appropriate to subject area
Awkward phrasing and inappropriate vocabulary are used and hinder the understanding of the student work.
Student doesn't use vocabulary pertaining to the revolutionary war, or freedoms, appropriately. The wording used to list freedoms or give details show that the student doesn't understand the concept.
Weak phrasing and Inadequate vocabulary are used, and detract from the student work.
Student uses, or attempts to use, vocabulary pertaining to the revolutionary war and freedoms, but can do so only to give an explanation in his/her own words. Lack of appropriate vocabulary use results in details being 'shallow.'
Phrasing and appropriate vocabulary are used and contribute to the clarity of the student work.
Student chooses words that clearly describe the freedoms s/he selects and gives examples of. Examples are clear because of the wording and phrasing used.
Skilled phrasing and appropriate vocabulary enhance the student work and contribute to clarity of the student work.
Student chooses words that clearly describe the freedoms s/he selects and gives examples of. The phrasing used makes the examples 'come alive.'
Presentation None, or one example, strategy, or illustration is used. Examples, strategies, or illustrations that relate to content are not shown.
The student gives few or no examples or details about how the freedoms the colonist had affected his or her life, or details given don't relate to the colonist's freedoms.
The examples, strategies, or illustrations used relate to the learning objective.
The examples or explanations of how the colonist's freedoms affected his/her life are more a re-wording of the freedom than a concrete example.
Examples, strategies, or illustrations are used and demonstrate the student’s ability to apply skills and/or concepts to the learning objective.
For each freedom the student describes, s/he gives a specific, concrete example of how having or not having that freedom affected the colonist.
Examples, strategies, or illustrations enhance student work and demonstrates the student’s ability to make connections beyond the learning objective.
Student gives concrete examples to describe one of three things: (1) how the freedoms a colonist had or didn't have interacted or 'mixed' to affect his/her life; (2) how having or not having certain freedoms were viewed from different perspectives; or (3) how the colonist's freedoms compare to the freedoms we have today.
Quality Student Work Rubric All Elements might not be used for every piece of student work
Sam
ple
: Ass
ignm
ent –
spe
cific
des
crip
tions
in a
dvan
ceSample 1
Work shows some of each; is inconsistent, but he’s trying.
![Page 23: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/23.jpg)
23
Element Below Basic Basic Proficient Advanced
Analysis, synthesis or evaluation
The student recalls and states given information but cannot explain it in his/her own words.
The freedoms the student lists are worded exactly as in notes given. The student can't explain how those freedoms affected the colonist's life.
The student restates the information in his/her own words and may attempt to apply some of the information to a situation.
The student attempts to explain how a colonist's freedoms affected his/her life, but is not successful in making those clear connections.
The student compares and contrasts information and evaluates the information with accuracy.
When the student gives examples of the freedoms a colonist had, s/he talks about how the freedoms compare to each other, may express his/her own opinion about them, and does so with a rationale that is supported by details given.
The student thoroughly analyzes and synthesizes information and evaluates material with insight and accuracy.
When the student gives examples as described above, s/he clearly explains why these freedoms were important.
Quality Student Work Rubric All Elements might not be used for every piece of student workSample 1
Sam
ple
: As
sign
men
t – s
peci
fic d
escr
iptio
ns in
adv
ance
How much data would a teacher collect for evaluation purposes?
Does data need to be collected for all students?
Representative sample of all students for whom student goal applies (5-6 students should be sufficient)
Students with a range of abilities
5-6 pieces of student work spread over the course of school year
![Page 24: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/24.jpg)
24
How can students show improvement throughquality of work done over time?
Example 2 – Algebra I : Problem Solving (87 students)
Student goal : Students will be able to apply a system of equations in real world situations.
IAGDs : Students will show growth in the quality of 5-6 pieces of work done over time, in 5 of the selected areas of vocabulary; calculations; analysis, synthesis, & evaluation; problem solving; and effort on the district-wide Quality Student Work Rubric (QSWR).
How would use of the QSWR look for this student goal and IAGD?
Sample 2
![Page 25: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/25.jpg)
25
Quality Student Work Rubric All Elements might not be used for every piece of student work
Element Below Basic Basic Proficient Advanced
Vocabulary appropriate to subject area
Awkward phrasing and inappropriate vocabulary are used and hinder the understanding of the student work.
Weak phrasing and Inadequate vocabulary are used, and detract from the student work.
Phrasing and appropriate vocabulary are used and contribute to the clarity of the student work.
The students followed the format of the samples in the individual work and used appropriate vocabulary.
Skilled phrasing and appropriate vocabulary enhance the student work and contribute to clarity of the student work.
Calculations No calculations or calculations are inaccurate.
Many calculations are inaccurate.
Students made errors in the solution to the first problem.
Calculations may contain few errors.
All calculations are done completely and accurately.
Analysis, synthesis or evaluation
The student recalls and states given information but cannot explain it in his/her own words.
The students stated the answer to the equations but did not apply the answers to a new situation.The students could not use their own words in creating the problems. The students used a sample from the individual work and changed one or two words.
The student restates the information in his/her own words and may attempt to apply some of the information to a situation.
The student compares and contrasts information and evaluates the information with accuracy.
The student thoroughly analyzes and synthesizes information and evaluates material with insight and accuracy.
Sam
ple
: In
divi
dual
stud
ent p
erfo
rman
ce c
ompa
red
to e
ach
elem
ent
Sample 2
![Page 26: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/26.jpg)
26
Element Below Basic Basic Proficient Advanced
Problem Solving
Has a vague understanding of the problem, uses a strategy or approach that does not match the problem, and the solution is inaccurate.
The students changed the words in sample problems. They did show an understanding of the process.
Has difficulty defining the problem, uses only one strategy for solving the problem and the solution is not clear.
Defines the problem, selects multiple approaches for solving the problem of which not all apply. The solution is correct, but is not clearly explained.
Clearly defines the problem, selects multiple approaches for solving the problem, and the solution and all relevant work is correct.
Effort Does not fulfill the minimum requirements of the assignment nor provide evidence of thoughtful input.
The students did not work as a partnership and did not show evidence of any thought on how to go beyond the sample problems.
Fulfills the minimum requirements of the assignment but does not show evidence of thoughtful input.
Fulfills the minimum requirements of the assignment and demonstrates some thoughtful input.
Exceeds the minimum requirements of the assignment and demonstrates thoughtful input.
Quality Student Work Rubric All Elements might not be used for every piece of student work
Sam
ple
: In
divi
dual
stud
ent p
erfo
rman
ce c
ompa
red
to e
ach
elem
ent
Sample 2
How much data would a teacher collect for evaluation purposes?Does data need to be collected for all students?
Representative sample of all students for whom student goal applies (5-6 students should be sufficient) Students with a range of abilities 5-6 pieces of student work spread over the course of school year
![Page 27: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/27.jpg)
27
Teacher Student Goal - QNT Indicators - QNT
9th Grade Information Literacy
Students will master the use of digital tools for learning to gather, evaluate and apply information to solve problems and accomplish tasks.
By May 30: 90%-100% of all students will be proficient (scoring a 3 or 4) or higher on 5 of the 6 standards (as measured by 8 items) on the digital literacy assessment rubric.
Teacher Student Goal - QL IAGDs - QL
9th Grade Information Literacy
Students will master the use of digital tools for learning to gather, evaluate and apply information to solve problems and accomplish tasks.
Students will show growth in 4 of the 5 categories of the RAILS Information Literacy Rubric, through 4-6 pieces of work done over the course of the year.
Student Goals & Indicators : Qualitative & Holistic
![Page 28: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/28.jpg)
28
Teacher Student Goal - QL Indicators - QL
11th grade English public speaking course
(semester course)
Classroom teacher
Students will improve their oral speaking and presentation skills.
Students will make 6 oral presentations during the course of the semester. Over the 6 presentations, students will show growth in the use of 4 of the 6 skills (including ‘elocution’ and ‘organization & clarity’) on the Presentation Rubric developed by the English department.
grades 9-12 Introduction to Theatre course (semester course)
Classroom teacher
Students will begin to develop voice training, characterization, and performance techniques for the stage.
Students will demonstrate growth in 3 of the 5 criteria on the rubric for an open script performance, through 5-6 such performances during the semester.
Student Goals & Indicators : Qualitative & Holistic
![Page 29: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/29.jpg)
29
Teacher Student Goal - QL Indicators - QL
Grade 6 – all students
Library media
specialist
Students will learn , use, and be able to explain how to access information in 5 media formats to complete an inquiry-based research project on the topic of alternative energy sources.
1. LMS will teach, and students will participate in, 3 classes to learn how to access information in 5 different media formats.
2. Of all students who complete project, work will be checked on random sample of 30% to determine if they cited at least 3 media formats to access information.
3. Students receiving instruction (#1) will successfully be able to explain, via a short quiz after the project, how to access such information in 3 of the 5 media formats presented.
Grade 11(40 of 200)
Guidance Counselor
Students will learn about a variety of post-secondary career paths & develop a plan to pursue a path after high school.
1. Guidance counselor will give students a career interest inventory in the fall to identify possible careers.
2. Guidance counselor will lead, and students will participate in, a series of career seminar, based on their interests.
3. Guidance counselor will work with students to develop a plan of action to begin to pursue their career path of interest, which will include steps they can take this year.
4. Students will have successfully completed 2-3 steps of their action plan by June.
Student Goals & Indicators : Qualitative & Holistic
![Page 30: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/30.jpg)
30
Teacher Student Goal - QL Indicators - QL
Grade 4 – all students
Reading/LA
Coach
Teachers will learn & implement new strategies to teach students how to analyze literacy & informational texts.
1. Coach will work with 4th grade teachers in a learning/modeling program to :
a. Teach teachers 3-4 strategies for students to use to analyze what they read;
b. Co-teach 3-4 lessons in which students learn to use new strategies;
c. Analyze & evaluate changes in student’s ability over time to analyze what they read.
2. Students will show growth in their performance in the categories of content, vocabulary, and analysis, synthesis, & evaluation on the district Quality Student Work Rubric, as observed by the teacher & coach 3 times during the school year.
Student Goals & Indicators : Qualitative & Holistic
![Page 31: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/31.jpg)
Student’s beginning
level of work
Date of work sample 1
Date of work sample 2
Date of work sample 3
Date of work sample 4
Date of work sample 5
Final student growth
rating based on work
Advanced
Proficient
Basic
Below Basic
Student Work ChartSt
uden
t Wor
k Ra
ting
• ‘Student’s beginning level of work’ may be determined via an assessment or sample of work done early in the school year.• Student work ratings are based on the Quality Student Work Rubric. • 5 or more work samples will show a more clear pattern of growth over time.• Under each date of work sample, in the box corresponding to the level of student work, write a brief description of the assignment.
Student Name_______________________________
Class / subject ______________________________
Student learning goal
_____________________________________________________ ________
![Page 32: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/32.jpg)
32
How do tests fit into a holistic approach?
Align purpose for using test to skills used from Quality Student Work Rubric; example:• QSWR element – appropriate vocabulary• When choosing / designing test, ask “Do I want to know if students
know what the vocabulary means, or if they can apply it in different contexts?”
Match type of test with skill to be tested; example:• QSWR element – Content• When choosing / designing test, ask “What depth of understanding
of content am I asking students to show?”• Use Bloom’s Taxonomy to help determine match
Analyze relationship between performance on tests and samples of student work
![Page 33: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/33.jpg)
33
Examining student work & tests together
Quality Student Work Rubric
StudentWork
Element
Below Basic
Basic Proficient Advanced
cjeddopg
loemkju
jahyecvmlzywieaswploilpehgdc
ckwqpol klwpemi aorlmw pleyocie
fipwcxnkieumhfqjdfzao
qxzpejh
pleomng
Wor
k sa
mpl
e 1
– 10
/3
Quality Student Work Rubric
StudentWork
Element
Below Basic
Basic Proficient Advanced
cjeddopg
loemkju
jahyecvmlzywieaswploilpehgdc
ckwqpol klwpemi aorlmwb pleyocie
fipwcxnkieumhfqjdfzao
qxzpejh
pleomng
Wor
k sa
mpl
e 2
– 11
/15
QSWR elements
ContentOrganization & Clarity
Vocabulary
Test # 11. Theorjdsdslajgdjf
2. ghaljereor ad. Tejrejr
3. Ateajqp[ajaafjthe.
4. Asofdfjerh paeqhql
5. Theljrlejrenrjddjfajhdgajadlfjatjel jrerkle.
1. What aspects of the QSWR elements do the student work samples & test focus on?
2. How do these support each other and complete the picture of student performance?
3. Are there any extenuating circumstances that would affect student performance?
4. Are there any atypical things that show?
![Page 34: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/34.jpg)
Quality Student Work Rubric
StudentWork
Element
Below Basic
Basic Proficient Advanced
cjeddopg
loemkjuzpdg
jahyecvterhj
mlzywiewrh
aswploiagh
lpehgdcerh
ckwqpoldsdf
klwpemiedh
aorlmweth
pleyociecjhd
fipwcxnetht
kieumhfeth
qjdfzaoggg
qxzpejh
pleomng
Wor
k sa
mpl
e 1
– 10
/3
Quality Student Work Rubric
StudentWork
Element
Below Basic
Basic Proficient Advanced
cjeddopg
loemkjuerher
jahyecvethe
mlzywieadfh
aswploiehth
lpehgdcakdfh
ckwqpolerh
klwpemieiob
aorlmwbtjr
pleyocieahfh
fipwcxnethet
kieumhfadhc
qjdfzaoetht
qxzpejh
pleomng
Wor
k sa
mpl
e 2
– 11
/15
Quality Student Work Rubric
StudentWork
Element
Below Basic
Basic Proficient Advanced
cjeddopg
loemkjuafhde
jahyecvaldfh
mlzywieqadh
aswploicajeh
lpehgdcetthe
ckwqpolafhe
klwpemiazcc
aorlmwbadf
pleyocieqoeh
fipwcxnadhd
kieumhfethe
qjdfzaocehth
qxzpejh
pleomng
Wor
k sa
mpl
e 3
– 1/
10Quality Student Work Rubric
StudentWork
Element
Below Basic
Basic Proficient Advanced
cjeddopg
loemkjueltthe
jahyecverkc
mlzywieqehte
aswploipaerth
lpehgdcsdafjt
ckwqpoleltrt
klwpemirthe
aorlmwbadf
pleyociekrts
fipwcxnqltjt
kieumhfagdjr
qjdfzao
qxzpejh
pleomng
Work sam
ple 4 – 2/23
Quality Student Work Rubric
StudentWork
Element
Below Basic
Basic Proficient Advanced
cjeddopg
loemkjuwptj
jahyecvpaqt
mlzywieethe
aswploikema
lpehgdcrmty
ckwqpolwetv
klwpemitem
aorlmwbacv
pleyocieemte
fipwcxnacje
kieumhfqrhe
qjdfzao
qxzpejh
pleomng
Work sam
ple 5 – 4/6
Quality Student Work Rubric
StudentWork
Element
Below Basic
Basic Proficient Advanced
cjeddopg
loemkjuacjer
jahyecvmlzywieajcljre
aswploilpehgdc
ckwqpolwtnrtj
aorlmwbalhch
klwpemialdn
pleyociesgljrt
fipwcxnkieumhfethre
qjdfzao
qxzpejh
pleomng
Work sam
ple 6 – 5/2
What are the patterns & trends in performance ?
What control factors need to be considered?
What are the connections between student performance on different pieces of work?
What does the preponderance of evidence say about student growth over time?
What is the overall student growth rating?
A Holistic View of Student Performance
Test # 11. Theorj2. ghaljereor ad. 3. Ateajqp.4. Asofdfjerh 5. Theljrlejrenrj
Test # 21. Theorj2. ghaljereor ad. 3. Ateajqp.4. Asofdfjerh 5. Theljrlejrenrj
Test # 31. Theorj2. ghaljereor ad. 3. Ateajqp.4. Asofdfjerh 5. Theljrlejrenrj
Test # 41. Theorj2. ghaljereor ad. 3. Ateajqp.4. Asofdfjerh 5. Theljrlejrenrj
![Page 35: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/35.jpg)
35
What do we ask / look for through a holistic approach?
What are the patterns & trends in performance ?
What control factors need to be considered?
What are the connections between student performance as shown through different indicators?
Is some evidence more substantive than other evidence? How do I know that?
What does the preponderance of evidence say about student growth over time?
What role did the specialist play in bringing about this growth?
What is the overall student growth rating?
Evaluating Success Through a Holistic Approach
![Page 36: S HOWING S TUDENT G ROWTH September October November December June May April March FebruaryJanuary A H OLISTIC A PPROACH F OR CLASSROOM TEACHERS CT Education.](https://reader030.fdocuments.us/reader030/viewer/2022032612/56649ec45503460f94bce1ff/html5/thumbnails/36.jpg)
36
To determine student / teacher needs, gather data from a variety of sources
Consider ‘control factors’ as you choose your indicators – they will influence what targets will be realistic
‘Point-in-time’ indicators (e.g., pre- and post tests) don’t always show growth
Talk with your evaluator about best practice for evaluation purposes, and use of a process such as the following :
1. Select a representative sample of students / teachers for whom the goal applies;
2. Use several pieces of evidence for each indicator, over the course of the school year
Select targets that are challenging, but realistic for your students / teachers – this might not be the proficient level for everyone
Goals and indicators must be mutually agreed upon District plan must follow guidelines, which set clear expectations
for alignment between specialist’s role, goals, & indicators
Final Thoughts About Goals, Indicators, & a Holistic Approach